World Education Connect Multidisciplinary e-Publication, Vol. V, Issue XII (December 2025), pp.198-208
Jake M. Francisco
Master Teacher I, Capitolina O. Legaspi Memorial High School (COLMHS)
Abstract
This systematic literature review examines the role of English language self-efficacy in shaping academic success among Junior High School students. Drawing on 52 empirical studies published between 2015 and 2025, the review synthesizes evidence across cognitive, motivational, affective, and socio-educational domains to clarify how self-efficacy influences learners’ English performance. Findings demonstrate that self-efficacy is a powerful predictor of achievement in reading, writing, listening, and speaking. High self-efficacy fosters greater intrinsic motivation, more effective self-regulated learning behaviors, and stronger persistence when engaging with complex language tasks. In contrast, low self-efficacy is associated with heightened language anxiety, communication apprehension, and avoidance of academically challenging activities. The review also reveals that self-efficacy is shaped by contextual factors—including teacher feedback, instructional scaffolding, classroom climate, peer interactions, and access to resources—emphasizing its socially constructed nature. A reciprocal relationship emerges in which effective instructional practices build learners’ confidence, and self-efficacious learners respond more positively to instruction, reinforcing productive academic cycles. Despite substantial evidence supporting the centrality of self-efficacy, gaps remain regarding its developmental trajectory, cultural variability, and responsiveness to targeted interventions, particularly in multilingual and resource-diverse contexts. The study underscores the need for longitudinal and intervention-based research and highlights the importance of cultivating self-efficacy as a core objective of Junior High School English instruction.
Keywords: English language self-efficacy; academic performance; Junior High School learners; language anxiety; motivation; self-regulated learning; instructional practices; systematic literature review
https://doi.org/10.65494/pinagpalapublishing.45
